The+Novel-+Honor

Topic
toc The Novel: First Person Narrative/Coming of Age (Bildungsroman)

**ESSENTIAL QUESTION:** how does a first person narrative convey the complexities of growing up?

In this unit students apply their knowledge of close reading and literary elements explored in Unit 1 to a new literary form- the novel. The focus will be on:
 * Unit Overview: **
 * traits of a first-person narrative
 * discussing the similarities and differences between how literary elements are developed in short stories versus in novels
 * determining a central theme/themes or central ideas of a text and analyze its development over the course of the text
 * analyzing how complex characters develop throughout the course of a text
 * discuss setting and its role in plot and theme development
 * examining informational texts to explore the historical context of the novels read


 * Important Unit Terminology**
 * antagonist
 * characterization
 * characters:major and minor
 * conflict
 * extended metaphor
 * motif
 * parallel plots
 * protagonist
 * setting
 * theme

Common Core Standards

 * RL.9-10.1:** Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
 * RL.9-10.2:** Determine a theme or central idea of a text and analyze in detail its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text.
 * RL.9-10.3:** Analyze how complex characters (e.g., those with multiple or conflicting motivations) develop over the course of a text, interact with other characters, and advance the plot or develop the theme.
 * RL.9-10.4:** Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language evokes a sense of time and place; how it sets a formal or informal tone).
 * RL.9-10.5:** Analyze how an author's choices concerning how to structure a text, order events within it (e.g., parallel plots), and manipulate time (e.g., pacing, flashbacks) create such effects as mystery, tension, or surprise.
 * RL.9-10.9:** Analyze how an author draws on and transforms source material in a specific work (e.g., how Shakespeare treats a theme or topic from Ovid or the Bible or how a later author draws on a play by Shakespeare).
 * RL.9-10.6:** Analyze a particular point of view or cultural experience reflected in a work of literature from outside the United States, drawing on a wide reading of world literature
 * W.9-10.2:** Write informative/explanatory texts to examine and convey complex ideas, concepts, and informationclearly and accurately through effective selection, organization, and analysis of content.
 * SubStandard - 9-10.W.2.b:** Develop the topic with well-chosen, relevant, and sufficient facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience's knowledge of the topic.
 * SubStandard - 9-10.W.2.c:** Use appropriate and varied transitions to link the major sections of the text, create cohesion, and clarify the relationships among complex ideas and concepts.
 * W.9-10.5:** Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience.
 * W.9-10.6:** Use technology, including the Internet, to produce, publish, and update individual or shared writing products, taking advantage of technology's capacity to link to other information and to display information flexibly and dynamically.
 * SubStandard - 9-10.SL.1.a:** Come to discussions prepared, having read and researched material under study; explicitly draw on that preparation by referring to evidence from texts and other research on the topic or issue to stimulate a thoughtful, well-reasoned exchange of ideas.
 * SubStandard - 9-10.SL.1:** Initiate and paticipate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 9-10 topis, texts, and issues, building on others' ideas and expressing their own clearly and persuasively.
 * SubStandard - 9-10.SL.1.c:** Propel conversations by posing and responding to questions that relate the current discussion to broader themes or larger ideas; actively incorporate others into the discussion; and clarify, verify, or challenge ideas and conclusions.
 * SL.9-10.2:** Integrate multiple sources of information presented in diverse media or formats (e.g., visually, quantitatively, orally) evaluating the credibility and accuracy of each source.
 * SL.9-10.4:** Present information, findings, and supporting evidence clearly, concisely, and logically such that listeners can follow the line of reasoning and the organization, development, substance, and style are appropriate to purpose, audience, and task.
 * SL.9-10.5:** Make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive elements) in presentations to enhance understanding of findings, reasoning, and evidence and to add interest.
 * L.9-10.1:** Demonstrate command of the conventions of Standard English grammar and usage when writing or speaking.
 * L.9-10.4:** Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grades 9-10 reading and content, choosing flexibly from a range of startegies.

Suggested Student Objectives

 * Recognize the importance of historical context to the appreciation of setting and character.
 * Identify major and minor characters.
 * Analyze and explain characterization techniques for major and minor characters.
 * Explain that novels may have more than one plot and explain the use of multiple plots.
 * Recognize the importance of point of view in a novel and why it wouldn’t be the same story told from someone else’s point of view.
 * Acquire key concepts and vocabualry for analysis of plot, characters and themes in text.
 * Gather and evaluate charcteristics of major and minor characters.
 * Introduce and support the discussion of relevant themes in text.
 * State a position clearly
 * Formulate claims that support that position
 * <span style="font-family: Arial,Helvetica,sans-serif;">Conduct short independent research project to enrich comprehension of setting and issues.
 * Produce a clear and coherent paragraph based on a central argument/position/thesis.
 * Discuss the pros and cons of the choice that the main character/s has/have to make.
 * Identify and explain connection between what they hear, read, and view and their personal ideas and beliefs
 * Evaluate how both genders and various cultures and socio-economic groups are portrayed in mass media
 * Evaluate how racism affects people’s judgments regarding guilt, innocence, and fairness.
 * Make personal connections to the themes, experiences, and opinions in the novel

<span style="font-family: Arial,Helvetica,sans-serif;">Suggested Additional Readings

 * <span style="font-family: Arial,Helvetica,sans-serif;">Literary Texts **
 * <span style="font-family: Arial,Helvetica,sans-serif;">//To Kill a Mockingbird// (Harper Lee)
 * //Absolutely True Diary of a Part-Time Indian// (Sherman Alexie)
 * <span style="font-family: Arial,Helvetica,sans-serif;">//Speak// (Laurie Halse Anderson)
 * Alternative Selections**
 * //Fault in Our Stars// (John Green)
 * //In the Time of the Butterflies// (Julia Alvarez)
 * //The Bean Trees (//Barbara Kingsolver)
 * //House on Mango Street// (Sandra Cisneros)

[]
 * Informational Text**
 * //To Kill a Mockingbird//**
 * Essay: from "In Defense of To Kill a Mockingbird," Nicholas J. Karolides, et al.
 * "Jim Crow Shorthand for Separation," by Rick Edmonds
 * Jim Crow Shorthand for Separation and Jim Crow Laws, Created by the Interpretive Staff of the Martin Luther King Jr. National Historic Site
 * //Brother, Can You Spare a Dime?// The Great Depression of 1929-1933 (Milton Meltzer)
 * Only Yesterday (Fredrick Lewis Allen) (excerpts, eg., Chapters XII through XIV
 * Franklin D. Roosevelt's First Inaugural Speech, March 4, 1933
 * <span style="font-family: Arial,Helvetica,sans-serif;">The Shocking Story of Approved Killing in Mississippi By<span style="font-family: Arial,Helvetica,sans-serif;"> William Bradford Huie
 * <span style="font-family: Arial,Helvetica,sans-serif;">Essay: The Paris Exposition of 1900 and W.E.B. Du Bois Ronald L. F. Davis, Ph. D.
 * //Speak//**
 * Article: Bethany Only Looking Ahead by <span style="font-family: Arial,Helvetica,sans-serif;">Jan TenBruggencate
 * "Kholberg's Six Stages of Moral Reasoning"
 * "Schools at risk: new government report shows alarming rise of gangs in schools." //Current Events, a Weekly Reader publication// 8 May 1998: 1+. //Global Issues In Context//. Web. 6 July 2012. [[file:Gangs in school.html|Gangs in school.html]]

Parts of Speech Review
 * Grammar and Usage**
 * Verbs: transitive and intransitive (action, linking), helping
 * Adjectives: including correct forms of irregular comparative and superlative adjectives; articles; nouns and pronouns used as adjectives; proper and compound adjectives.
 * Adverbs: of place, time, manner, frequency, duration, degree, reason; adverbs that modify adjectives; advebs vs. adjectives
 * Mechanics**
 * commas with adjectives in a series
 * subordinate clauses

<span style="font-family: Arial,Helvetica,sans-serif;">Resource Links
//Found on Engageny.org// <span style="font-family: Arial,Helvetica,sans-serif;"> <span style="font-family: Arial,Helvetica,sans-serif;"> <span style="font-family: Arial,Helvetica,sans-serif;"> <span style="font-family: Arial,Helvetica,sans-serif;"> <span style="font-family: Arial,Helvetica,sans-serif;"> //<span style="font-family: Arial,Helvetica,sans-serif;">These resources are referenced throughout the activities section of this unit. //

<span style="font-family: Arial,Helvetica,sans-serif;">//Absolutely True Diary// Resources <span style="font-family: Arial,Helvetica,sans-serif;">

<span style="font-family: Arial,Helvetica,sans-serif;">//Fault in our Stars// Activities []

//The Bean Trees// Activities <span style="font-family: Arial,Helvetica,sans-serif;">Photoessay of the Great Depression (Dorothea Lange) <span style="font-family: Arial,Helvetica,sans-serif;">Photography of Dorothea Lange: An American Archive- Hard Times <span style="font-family: Arial,Helvetica,sans-serif;">The Migrant Mother: an overview <span style="font-family: Arial,Helvetica,sans-serif;">The Great Depression- Delano, Jack, Photographer, 1934, February. (LC-USW3-015950-D) <span style="font-family: Arial,Helvetica,sans-serif;">Cotton pickers, 6:30 a.m., Alexander plantation, Pulaski County, Arkansas <span style="font-family: Arial,Helvetica,sans-serif;">"Black Children with White Doll," 1942, by Gordon Parks) <span style="font-family: Arial,Helvetica,sans-serif;">Big Momma and Boy Gordon Parks American, 1912-2006. []= Visual perspectives on the Jim Crow years
 * <span style="font-family: Arial,Helvetica,sans-serif;">Art and Media **
 * <span style="font-family: Arial,Helvetica,sans-serif;">Selected photographs by Dorothea Lange, taken for the Farm Security Administration during The Great Depression (Library of Congress)
 * <span style="font-family: Arial,Helvetica,sans-serif;">"America from the Great Depression to World War II: Photographs from the FSA-OWI, 1935-1945" (Library of Congress)

Activities
** Activity #5 **: Analyze characters and themes through fishbowl discussion, role play- "The View" like discussions.
 * <span style="color: #800000; font-family: Arial,Helvetica,sans-serif;">Activity #1: **<span style="color: #800000; font-family: Arial,Helvetica,sans-serif;"> [[file:tkm opinionaire_statements.doc|Pre-reading anticipation guide]]
 * Activity #2 **: Pinwheel Discussion Technique
 * Activity #3 Debate **<span style="font-family: Arial,Helvetica,sans-serif;">: Atticus Finch a hero, or was he just doing his job?
 * Activity #4 **: Write a paragraph analyzing the use of appeals in [[file:Atticus' closing argument.pdf|Atticus’s closing argument]]. In your paragraph, relate your analysis to the ideas of justice and equality.
 * Activity 6: Webquest ** on certain topics that relates to //To Kill A Mockingbird//. The topics are: About the Author, The Scottsboro Boys, Jim Crow Laws, Growing up White/Black in the South, and The Great Depression. Each student will learn all about one of these areas by reading through the websites provided, answering questions, and by doing a jigsaw activity back in the classroom. This can be divided up into separate days; one or two days in the computer lab, and one or tow days in the classroom depending on class size and availability to computers.
 * Give each student a number 1-5. This number corresponds to the group the student is in. Each group covers an area to be investigated. Group 1: About the Author, Group 2: The Scottsboro Boys, Group 3: Jim Crow Laws, Group 4: Growing up White/Black in the South, Group 5: The Great Depression.
 * Students will click on their group number and **independently** read through the websites and answer the questions provided. If a student finishes early, he/she may click on the "Fun Stuff" link to learn more about //To Kill A Mockingbird.//
 * In the classroom, each group will get together to discuss what was learned from the websites and answering the questions.
 * After the groups meet, students will **jigsaw** their information. This means that new groups will be formed that have one student from Group 1, one student from Group 2, one student from Group 3, one student from Group 4, and one student from Group 5. Each student will teach their new groups about their topic of expertise.

<span style="font-family: Arial,Helvetica,sans-serif;">Character’s name; a quote describing the character’s appearance; a quote spoken by or about the character that shows personality; a one sentence description showing the reader’s thoughts/ideas/ reflections/speculations about the character. <span style="font-family: Arial,Helvetica,sans-serif;">At the various spaces players land on which are pivotal to events in the text, such as Mrs. Dubose’s house, write a card in which you question the player about what Scout and Jem learned at that place on the board. Accompany your game board with an explanation of how your game reflects the plot, setting, characters, and themes in the novel.
 * Activity #7 **<span style="font-family: Arial,Helvetica,sans-serif;">: Create character charts for Scout, Jem, Dill, Boo, Calpurnia, Atticus, and Walter. The character chart should include:
 * Activity #8 **<span style="font-family: Arial,Helvetica,sans-serif;">: Create a game board tracing Scout and Jem’s journey through To Kill a Mockingbird.
 * Activity #9 **<span style="font-family: Arial,Helvetica,sans-serif;">: In small groups, write two front pages of The Maycomb Gazette--one just after the trial of Tom Robinson and another after the death of Bob Ewell. Include a news article, feature, editorial, advice column, and illustrations with captions.


 * Activity #10 **: Discuss the mockingbird as a symbol in the novel. Write about how the names of characters serve as symbols.


 * Activity #11 **: Explore Scout's narration.Is Scout a reliable narrator? Why or why not? Include at least three reasons or illustrative examples from the text to support you thesis.


 * Activity #12 **: Ask students to prepare a speech by Boo Radley. They should imagine what Boo might want to say about the town where he was raised—a subject on which he has been completely silent. They should use their imaginations, but also references to the novel.


 * Activity #13 **: Explore the historical period of the 1930s by creating posters that provide in-depth information on what is happening in the following artistic communities: music and jazz, theater, visual arts, photography, and dance. Display these posters in the school or classroom.


 * Art/Oral Presentation **
 * Activity #14 **: Present several photographs of small southern towns during the Depression from Dorothea Lange's or the Library of Congress's collections and compare them to the description of Mycomb in To Kill a Mockingbird.Explain which rendering is more vivid to you and why. State your thesis clearly and include at least three pieces of evidenceto support it.


 * Activity #15 **: Select a documentary photograph from the Library of Congress's Farm Security Administration Office of War Information Collection (FSA-OWI) website. In a well developed essay, explain how the image helps illuminate your understanding of life in the American South during the Depression. State your theses clearly and include at least three pices of evidence to support it.


 * Grammar **
 * Activity #16 **: Select three paragraphs from the novel. In one paragraph, highlight each verb and describe what kind of verb it is-transitive. In the next paragraph, highlight each adjective and identify what type of of adjective it is. In the third paragraph highlight each adverb and identify what type it is.


 * Mechanics **
 * Activity #17 **: Select a newspaper or magazine article and highlight all the commas that are used in a series or for subordinate clauses.

<span style="font-family: Arial,Helvetica,sans-serif;">Assessments
<span style="font-family: Arial,Helvetica,sans-serif;">Select a quotation from one of the characters in To Kill a Mockingbird and write an informative/explanatory essay that explains what the quotation reveals about the theme of growing up in the book. State your thesis clearly and include at least three pieces of evidence to support it. <span style="font-family: Arial,Helvetica,sans-serif;">Discuss the epigraph from W.B. Yeats from Alexie's //Part-Time Indian// and write an informative/explanatory essay that explains what the quotation reveals about the theme of growing up in the book. State your thesis clearly and include at least three pieces of evidence to support it.
 * RL.9-10.1, RL.9-10.2, RL.9-10.3**
 * RL.9-10.1, RL.9-10.2, RL.9-10.3**